Assessing PBL with Software Factory and Agile Processes: A Case Study to Develop Mobile Software´s Engineers

Santos, Simone C. dos; Pinto, Andrea

doi:10.2316/p.2012.774-032

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…Something similar occurs with the second most frequent category, which encompasses manufacturing processes and the development of prototypes and products that contribute to SDG 8 and SDG 9, respectively. Consequently, these processes are linked to the development of engineering in industry, such as the development of mobile devices [65], machinery for agricultural use [79] and electronic devices [69,77,81,88]. Consequently, the SSI are contextualised to resolve local situations.…”

Section: Technological Tools As a Support For Working With Ssi In Pbl Scenarios (Rq2)mentioning

confidence: 99%

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

et al. 2021

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Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

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Section: Technological Tools As a Support For Working With Ssi In Pbl Scenarios (Rq2)mentioning

confidence: 99%

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

et al. 2021

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“…This group has been conducting research in this area since 2007 and other results are described in Refs. . As recommended by xPBL, the adoption of the tool related to the management of teaching and learning processes can assist in the alignment of the planning and its execution.…”

Section: Introductionmentioning

confidence: 99%

PBL in the teaching of computer networks: The role of LMS PBL-Maestro in the management and authenticity of the learning environment

Oliveira¹,

Santos²

2018

Comput Appl Eng Educ

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The area of Computer Networks requires an educational model based on real market practices that can provide students with consistent technological training. However, it should be noted that a Network Project is subject to a wide range of restrictions (such as time constraints, budgeting, and the use of other necessary resources) which means there is a need to work with real cases and in the presence of a client. The purpose of this paper is to describe the effects of the application of PBL‐Maestro in the area of Network Design. PBL‐Maestro consists of a LMS (Learning Management System) that has been designed to underpin a methodological workflow for implementing PBL (Problem‐Based Learning) in the teaching of Computing, called xPBL, which provides support for Authentic Assessment. By taking xPBL as a benchmark, the course management can be carried out by following the dynamics of the cycle and stages. The topics was taught in an entirely ̈hands‐on̈ format with the use of real equipment installed inside the classroom, and it included situations and problems arising from real circumstances. Clients took part in the whole process and took on the responsibility of making requests, monitoring, guiding, and evaluating the development of the problem solution, together with the teacher. In addition, the fact that they were immersed in a practical environment and could make use of the devices employed in companies enabled them to solve problems when requested, with more facility and assertiveness. Semi‐structured interviews were conducted with the users who used the LMS.

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“…In [1] and [8], the authors show that it is possible to ensure that PBL is adopted in an effective way when it follows the stages of a well-defined process that encompasses planning, execution, monitoring and assessment and is geared towards making continuous improvements. These stages rely on the PDCA cycle (Plan, Do, Check and Act), which is a methodology that is basically designed to assist in the diagnosis, analysis and prognosis of organizational problems, and is ideally suited to the management of the teaching/learning process in PBL.…”

Section: B Xpblmentioning

confidence: 99%

A Virtual Environment for Problem-Based Learning in Software Engineering Education

Bessa¹,

Santos²

2017

International Conferences on Software Engineering and Knowledge Engineering

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Abstract-PBL (Problem-Based Learning) is a constructivist teaching method that uses real-life problems to develop skills and attitudes in students to solve them. This involves the inclusion of essential practices that are based on collaborative work and task management. As PBL is process-oriented, it is necessary to guide students in the definition of the solving process, ensure that students follow this process and monitor all the work, realizing improvements when necessary. In view of this, Virtual Learning Environments (VLE) can be very useful to support PBL processes in blended learning, providing a technological environment where the learning process can be managed. However, the literature shows that technological tools to support a PBL approach have only been explored to a limited extent and not effective. In this context, this paper proposes the "PBLCoach", a VLE composed of a set of structured and measurable activities to support PBL in the Software Engineering Education. A case study was carried out with the aim of assessing the utility and usability of PBL-Coach in blended learning context, and the results showed a good acceptance level of its use.

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Assessing PBL with Software Factory and Agile Processes: A Case Study to Develop Mobile Software´s Engineers

Cited by 7 publications

References 9 publications

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

PBL in the teaching of computer networks: The role of LMS PBL-Maestro in the management and authenticity of the learning environment

A Virtual Environment for Problem-Based Learning in Software Engineering Education

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